Mobile Game-Based Methodology for Science Learning Jaime Sánchez, Alvaro Salinas, and Mauricio Sáenz Department of Computer Science University of Chile {jsanchez,msaenz}@dcc.uchile.cl,
[email protected]
Abstract. This work presents the features and results of a problem-solving collaborative game for 8th graders science classes’ curriculum. Software for pocketPC was developed for this game, based on a complete framework methodology with students and teachers. From our point of view, the key to integrate mobile devices into school is the methodological framework which provides meaning; technology by itself does not contribute much to education. The evaluation study was focused on software usability and the results in the application of the methodology, observing their performance in problemsolving skills. A high degree of user satisfaction with the final product was found. They were motivated to participate actively in the proposed tasks. Results indicate that the experience contributed to the development of the student’s problem-solving skills obtaining positive gains as a result of this experience. Keywords: Children, science, PDA, pocketPC, gaming, learning.
1 Introduction This research work describes and analyzes some results of the Biology Learning with Mobile Technology project. The goal of the project is to design, develop, apply, and evaluate a new pedagogical methodology based on interactive games for mobile devices (PDA). The software is oriented to developing problem-solving skills in science classes for 8th graders. Information and communication technologies do not have much contribute to education by themselves. The people, models, methodologies and strategies are those that determine changes, innovation and impact on learning. Also, no task or particular activity influence learning in a deep and final way, rather, it is the learning culture (with of without technologies) that can impact it considerably. Some researchers have focused on understanding what Information and Communication Technologies, (ICT) integration into curriculum is about [21], how to do it, and its consequences [13]. ICT integration consists in “making ICT entirely part of the curriculum as a part of a system, integrating them to educational principles and didactic for the learning process” [19]. ICT must be integrated to relevant and legitimate educational knowledge, practices, and available resources in the school context. J. Jacko (Ed.): Human-Computer Interaction, Part IV, HCII 2007, LNCS 4553, pp. 322–331, 2007. © Springer-Verlag Berlin Heidelberg 2007
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One of the main contributions of ICTs to education is the support to the development of high order cognitive skills, such as problem solving, communication skills, and information management. Numerous authors have described problem-solving skills as a fundamental activity in the learning process and as crucial competition ability nowadays. Even though some authors identify the different steps involved in solving a problem, most of them agree in those proposed by Polya as a methodology to solve problems: understanding the problem, designing a strategy, putting the strategy into practice and checking the solution [16]. One of the most common student practices when using ICT is to play computer games. However, the potential of the games in education has not been exploited yet. Games and education appear like separated spaces, even though games produce a high commitment and motivation in learners [11] and these attributes can be useful to improve learning activities. Diverse authors have analyzed the impact of games on education. Some of them believe that games can promote higher order learning, such as increased meaningful dialogues among learners [12]. Other studies describe positive effects of games on social skills [15]. Authors synthesize the effects of games on education to enhance learning through visualization, experimentation, and creativity of play, [1]. Technology has meaning when making specific and distinctive contributions to improve education. This is especially important when there are technologies (like computers) available in the same contexts where the PDA is embedded. PDAs have been described as low cost devices, comprising data storage and processing capacities, mobile capabilities, ready-to-use, and, therefore, they can be easily integrated to other devices, such as desktop computers [17]. Current literature has begun to study the behavior of people who daily carry work or entertainment tools [2] as a way of improving the design of mobile devices like PDAs and cell phones [7]. Therefore, the design of mobile devices from observing daily actual behaviors of end-users using them begins to create a new understanding of the construction of user-centered scenarios [8,10] Several authors have posed the question about the pedagogical potential of mobile devices [4,6,9]. Some experiences have shown that PDAs are most often used as tools to aid in research and alternatives to paper-based tasks and group collaboration activities [5]. A research experience using PDAs in collaborative learning has been developed by profiting from mobility features of the device, making learning a more natural process, and also promoting negotiation concepts in the classroom [3]. The overcrowding of mobile devices, which integrate functionality and allow a high level of processing and communication, reveals an important potential on the use of Personal Digital Assistants (PDA) for educational purposes. Their processing capabilities, the feasibility of multimedia integration and communication possibilities are key features to create playful and attractive activities for students.
2 Biology Learning with Mobile Technology The methodology used in the project presented here is problem-solving. This methodology is framed within learning constructivism in which learners are the main
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actor in their learning process. Basically, the goal of problem solving methodology is that children adapt the four fundamental steps involved in problem-solving: (1) Understand the problem, (2) Trace a solution strategy, (3) Put the strategy into practice, and (4) Check results. A biological problem was presented to the students to be solved in a real-time strategy game for pocketPC named Evolution. Learners have to keep and grow four animal classes (fish, amphibian, reptiles and bird), each one with three species. The interaction is made by different actions which affect positively or negatively in the preservation and development of each species within changing and unknown environments. The problem is faced in teams of four learners and each student had to adopt a species. Learners had to follow three main stages: fieldtrip to the zoo, classroom work and final activity. Fieldtrip to the Zoo. The first part of the methodology consisted in taking out the students to a fieldtrip in a zoo, so they could understand key concepts for the development of the fore coming stages. In this activity, and also in the next ones, learners must solve a problem which is functional for solving the whole game main problem. At this stage learners interacted with trivia software for pocketPC (BuinZoo), which guided them and presented riddles that must be solved during the visit to the zoo. In order to solve the riddles, learners went to the zoo seeking information and assisted with the guide and support provided by the software. Each team member solved a different riddle which complements with the others from different members, so they can solve the main problem. When a student finished the test, he or she could help the team companions. Once a team ended, the members gathered and shared relevant information of the work done. Finally, each team presented their major conclusions to the problem posed through a forum moderated by the teacher. Classroom Work. Following the fieldtrip learners began to play at the classroom with the game Evolution. This stage lasted four weeks and the students rotate their interaction with different species. Likewise, during this time learners reinforce contents embedded in the game, along with problem-solving tasks. During this stage two activities were implemented in the classroom: 1. Game with the PDA: students were dedicated to play Evolution. The time session was used for manipulating species and exploring the possibilities offered by key variables manipulated for evolution. Along with this, learners continued evaluating, sharing and analyzing individual and team strategies with the rest of the team. From lesson to lesson students designed, implemented and evaluated strategies designed to solve the problem. 2. Approaching to concepts: lessons close to game sessions were planned in such a way that the teacher could systematize the phenomena observed by learners during the game and provide key content to understand and interpret the evolution phenomenon. This content also allowed improving the learner’s performance in the game.
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Final Activity. To observe the results of the work done during the previous stages, a web application was implemented to allow students to observe a simulation of the evolution of the species in the same environment. This simulation, using simplified parameters, shows what would happen with the species grown by the students using a bigger time scale. Hence, an environment with biological diversity and a sufficient number of well grown individuals allow the sustainability of the environment in the time being (see Figure 1). The idea behind this system was that learners could make their own daily tracking, watching the status of the ecosystem resulting from game activities.
Fig. 1. Web Simulation
3 Evolution The game Evolution was designed and developed with real time strategy game features. The purpose was to simulate a real biological process, where the flow of time is a key variable since it affects living beings mortality and feeding. This type of game also allows the development of synchronized action between different users units and the adversary. The user’s interaction in Evolution presents different components. The environment is composed by rules which affect the natural behavior of the present animals. It includes environment variables, which define the type and behavior of the species. The student, through simulated actions (mortality, reproduction, feeding and attack) generates changes in the environment status, restricted by defined rules. The game displays an attractive interface, playful and intuitive. This is a key element to the game experience, since keeping the users attention is a very important matter in gaming. For this purpose, graphic and interaction concepts of this type of game were re-used, focusing on the interface understanding. The interface of the game is divided in four main parts: 1. Description: This sector shows help descriptions to the user. These descriptions are dynamic depending on the current context of the game. For example, if the user has selected certain unit, the description
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Fig. 2. Interface of Evolution
will consist on relevant data associated to that unit. 2. Map: This is the main zone of the game. This zone shows all events and provides access to all actions available in the game (feeding, attacking, moving, reproducing and evolving units). 3. Mini Map: This is a zoom out of the complete map, showing a general vision of all units. User and enemy units are represented by a green and red square respectively, while nests are represented by a white square. 4. Options Menu: There are three options in this menu, from left to right: show evolving zone in the mini map, game pause/play, and go to game menu (see Figure 2).
4 Usability Study Expert Evaluation. This evaluation was carried out by two HCI experts ages between 20 and 25 years old, assisted by a member of the development team. We used heuristic evaluation questionnaires built from Schneiderman golden rules [20] and Nielsen usability heuristics [14]. The resulting test consisted in 12 heuristics embracing a total of 25 items. They are statements on which experts have to indicate their appreciation in a Likert-type scale from strongly agree to strongly disagree. The evaluation was carried out by each expert during a session of 45 minutes by using a first prototype. During the session, the software was shown to experts. Then, they explored the software freely during 30 minutes. Finally, they answered the Heuristic Evaluation Questionnaire. Experts highly accepted the software. On the average, the game obtained an appreciation score of 3.6 out of 5 (see Figure 3). Out the 11 heuristics evaluated by experts, 8 obtained scores situated in the average or above the average score. Only 3 heuristics were located below the average score. The heuristics that presented the lowest score in the evaluation were “error prevention”, “help users to recognize, diagnose and recover from error” and “help and documentation” during the game. One of the most important reasons that can explain the low score obtained in these three heuristics was the early implementation of this test during software design and development cycle. However, the highest scores obtained corresponded to the heuristics that are considered a standard for videogames (and that learners are used to). The results of this testing allowed to correct bugs and improve the interface design of the application, such as colors, icons and characters.
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Fig. 3. Heuristic Evaluation
Cognitive walkthrough methods were also implemented. Experts assumed the role of the end-users, developing tasks in an early prototype of the game. They played as if the software was finished and solved tasks in the role of a typical user. Each step carried out by the expert was monitored, looking for those situations in which the interface blocked and prevented him or her to finish the task or to follow procedures unnecessarily complex. This information allowed us to identify critical aspects to improve in the interface. Experts could complete all tasks without relevant difficulties. Experts detected some bugs that were later eliminated, suggested the improvement of the feedback provided by each action, and the correction of some errors. End-User Evaluation. The sample consisted in 76 teenagers from 8th grade, from three primary schools of Santiago de Chile. The sample selection was based on the diversity criteria according to socio-economical level and academic results from standard tests. In this test the Evolution game was evaluated. The end-user evaluation was implemented through the following stages: software introduction, software interaction, application of the End-User Usability Questionnaire [18] and evaluation. The questionnaire consisted of 21 closed questions, using a Likert-type scale of 5 points from “strongly agree” to “strongly disagree”. Each answer was matched to a score scale from 5 to 1 respectively. The results obtained can be grouped in 5 categories: (1) Game Satisfaction, (2) Game Control, (3) Game Usage, (4) Game Sounds Quality and (5) Game Image and Color Quality. The field with the higher score was the one related to game image and color quality, which reveals an attractive and entertaining user interface. Game sounds were also evaluated with a high score. They were pleasant and visible to evaluators. There were no important differences between women and men. There was a high general satisfaction with the game, scoring an average of 4.2 (see Figure 4). Two very important aspects were also evaluated: whether the user would play again, and whether they would recommend the game to other youngsters. These aspects were highly scored too, obtaining a total of 4 points out of 5. Both items were evaluated highly by men and women. The evaluation of the use of the game, based on the perception that the game was interactive, user friendly, easy to use, motivating and with a interface that allows the user to do everything in a simple and quick way, obtained a high score (4.1 out of 5),
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Fig. 4. End-User Usability Results
stating clearly that the user interface and interaction were well designed for this type of users (see Figure 4). It was important for users that they felt they are in total control of the game; they could do different actions when consider it was advisable, or stopped doing them as well. This part of the evaluations scored the lowest of all variables (see Figure 4), which could be explained by the type of game presented, where many actions could not be controlled by the user. There were difference between the results obtained by men and women on game usage and control. In both cases the difference was about 0.5 points, which should be highlighted. This difference tells that women found game interaction and understanding more difficult than men. Along with this, they did not feel in total control of the game.
5 Problem Solving Competitions The measurement of problem-solving competitions was made by using a survey built with 3 dimensional resolution scales. This survey was applied to students who participated during the whole project and to a control group who did not participate in the study. The scale records the report made by the students concerning the frequency of the application of typical problem-solving procedures in their daily life. Each dimension conform subscales measured by several items, whose scores vary from 1 to 5. By using this subscale, the lower the score, the less frequency the students apply a series of procedures related to planning, designing strategies and evaluation. As depicted in figure 5, the average score obtained in each the sub-scale varied from 3.6 to 4.2 points. In each subscale, the experimental group obtained a score a little higher than the control group. The dimension in which both groups obtained the higher scores was strategy, but the scale that presented the biggest difference was planning. This is precisely the subscale where the difference between the experimental and control groups was statistically significant. This means that, when controlling other variables, the activities performed in the project would improve planning strategies in problem-solving. In the evaluation index of strategy for daily life the differences were not significant by a small margin.
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Fig. 5. Subscale Scoring on Daily Life Problem-Solving
We also applied a problem-solving performance test. The participants were 26 groups of 4 students each. From each of the participant classes plus the participants from the control group, we selected randomly 2 teams of students. This test consisted in that the students had to solve a problem during 10 minutes. The problem was to build a route which joined a defined amount of dots over a surface, considering special requirements and restrictions. The target, requirements, and restrictions were given on paper to each student. The performance of the students was observed by 2 evaluators. Once the test was finished, a few questions, both oral and written, were asked to the students about the experience. The observations made during this test showed a small improvement in those students from experimental group over the control group. In general, these students tended to organize faster and to discuss more between them. Nevertheless, the most interesting difference between both groups was that the students from the experimental group followed the whole problem-solving cycle, including evaluation of obtained results and comparing them with the requirements presented at the beginning of the work.
6 Conclusions The Evolution game was motivating for users, producing satisfaction and desire to recommend it to others and to play again. Sounds and images used in the game were pleasant to users and allowed to convey information. Integrating games into education is not easy to achieve. There is an attempt to articulate playful concepts with complex concepts, quickness with reflection. Our game integrated these concepts to a level we could define as procedural: students manipulated variables to achieve the evolution of their species. Nevertheless, the declarative level was the teacher task out of schedule. Then, they researched over the Internet, discussed concepts, and systematized information. We believe that this first experience could be improved and represent a promising future line of work. In more global terms, users were satisfied with the project. One of the things most remarked by users was the game contribution to learning, and the newness and mobility of the used technology, which allowed taking advantage of places like the zoo for curricular purposes.
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One of the most remarkable aspects was the commitment of learners with the task performed. The literature about the use of games in education remarks the commitment with the task as one of the strongest aspects and one of the main contributions of games to learning. Participant teachers and students agreed that the commitment produced, even on those times where the task was complex and hard for learners. This is more interesting when learners often had little tolerance to hard work and frustration from the harder tasks. We believe this is a very valuable and interesting clue worth of further research: how the use of games in education can increment work skills and solve complex problems, and at the same time allowing the handling and management of learner’s frustration. In one of the visits to BuinZoo a person who was visiting the zoo approached a research team member asking how we achieved that students worked so focused and well, even in a context of little control from teachers. The answer was the focus of the activity they were involved using the PDA: students were working not to pursue a grade mark or because someone was controlling their work. Rather, they were working because they were interested in doing so. We also found that the methodology used had an impact on the problem-solving competitions of learners, but the results indicated that the impact was significant only on one dimension out of the three analyzed. Our interpretation of this is that the application was in a short period of time to produce an impact in all dimensions of problem-solving. This should be explored more fully in future studies. We believe that the development of games with educational purposes using mobile devices is rewarding and stimulating. Our work has been guided by the interest of developing a game with logic close to the most attractive games in the market, integrating learning contents. We believe it is necessary to continue the study of learning- embedded games, meaning that a good performance of the game is possible when the contents are learned. At the same time, we believe that providing spatial reality to learning (unbinding it to specific places such as the classroom and granting mobility to students who want to move by nature) open new possibilities to tailor learning to the learners way of being. Acknowledgments. This report was funded by the Alliance for Education Program, Microsoft Corporation, Project Biology Learning with Mobile Technology “ABTm MICROSOFT 2006”.
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